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91.
Student’s performance in science classrooms has continued to languish throughout the USA. Even though proficiency rates on national tests such as National Assessment of Educational Progress are higher for Caucasian students than African-Americans and Hispanics, all groups lack achieving desired proficiency rates. Further, the Next Generation Science Standards detail a new higher benchmark for all students. This study analyzes a professional development (PD) project, entitled Inquiry in Motion, designed to (a) facilitate teacher transformation toward greater quantity and quality of inquiry-based instruction, (b) improve student achievement in science practices and science concepts, and (c) begin to narrow the achievement gap among various groups. This 5-year PD study included 11 schools, 74 middle school teachers, and 9,981 students from diverse, high minority populations. Findings from the quasi-experimental study show statistically significant gains for all student groups (aggregate, males, females, Caucasians, African-Americans, and Hispanics) on all three science Measure of Academic Progress tests (composite, science practices, and science concepts) when compared to students of non-participating teachers. In addition to an increase in overall performance for all groups, a narrowing of the achievement gap of minority students relative to Caucasian students was seen. When combined with other studies, this study affirms that, when facilitated effectively, inquiry-based instruction may benefit all students, for all demographic groups measured. 相似文献
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94.
Jeff Boggs 《Publishing Research Quarterly》2010,26(1):24-45
Canada’s book trade is fascinating not only because it really consists of two book trades—the Anglophone and the Francophone—but
also because it is a site of intense and sustained policy interventions designed to foster greater domestic control. Examining
the country’s book policies, Statistics Canada data, trade association membership rosters and trade directories, this paper
reveals that Canada’s contemporary book trade is characterized by three features: circa 40 years of government interventions
in response to foreign dominance; the central role of foreign firms despite these interventions; and the dominance of Toronto
and Montreal as domestic sites of book production. 相似文献
95.
Jeff Hayward 《Curator: The Museum Journal》2010,53(4):483-490
Abstract The exhibition, Changing Places: From Black and White to Technicolor, at the Levine Museum of the New South, in Charlotte, North Carolina, is more than a story about a changing community—it’s a platform for an experience that engages its local audience. 相似文献
96.
A sample of 187 female students, attending a sixth‐form study day on religious studies, completed a questionnaire containing four scales concerned with assessing: attitude towards theistic religion, attitude towards science, scientism and creationism. The data demonstrated a negative correlation between attitude towards religion and attitude towards science. However, this negative correlation was transformed into a positive correlation after taking into account individual differences in the students’ views about scientism and creationism. The implications of this finding are discussed in the context of the increasing support within society for the teaching of alternatives to evolution within the science curriculum. The authors argue both that it is important to challenge scientism by developing a better understanding of the role and limits of scientific methods, and that religious belief about creation should be recognised as essentially a claim about the ontological dependence of nature rather than about the details of its origins and development. 相似文献
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Dr. Jeff Northfield 《Research in Science Education》1993,23(1):208-213
The importance of recent and relevant experience is being asserted for teacher educators though not others responsible for
education policy and curriculum. The paper will review the “self evident” value of recent and relevant experience from the
perspective of researcher/teacher educator returning to classroom teaching. The potential and implications for research on
teaching and learning and the opportunities for more significant school experience in teacher education are outlined.
Specializations: teacher education, science education, health education, curriculum evaluation and research. 相似文献
99.
Patrick Obrien Kenning Arlitsch Leila Sterman Jeff Mixter Jonathan Wheeler Susan Borda 《图书馆管理杂志》2013,53(7):854-874
ABSTRACTA primary impact metric for institutional repositories (IR) is the number of file downloads, which are commonly measured through third-party Web analytics software. Google Analytics, a free service used by most academic libraries, relies on HTML page tagging to log visitor activity on Google's servers. However, Web aggregators such as Google Scholar link directly to high value content (usually PDF files), bypassing the HTML page and failing to register these direct access events. This article presents evidence of a study of four institutions demonstrating that the majority of IR activity is not counted by page tagging Web analytics software, and proposes a practical solution for significantly improving the reporting relevancy and accuracy of IR performance metrics using Google Analytics. 相似文献
100.
Conclusion Collaborative action research, a style of research which connotes involvement, commitment, and growth, has the potential to
bring together process and outcome, teaching and research, reflection and action, theory and practice. It is an organising
frame to foster productive blending of school knowledge and academic knowledge, through the participation of members of the
secondary and tertiary sectors. It has the potential to enhance the professionalism and expertise of members of both sectors,
in circumstances which facilitate personal development. It has the potential to enhance the relevance and applicability of
educational research to the educational context and hence to generate real and permanent change in schools. We believe that
this form of research has potential to be of value that extends beyond the direct participants and school settings in which
it occurs.
The problem is of translating this potential into practice. Neither the school nor the educational research sectors are geared
for such long-term collaborative research. However, PEEL demonstrates that it can be done. Educational research can be made
relevant and important to teachers. Through collaborative action research, teachers can participate in improving the quality
of education in our schools. 相似文献